Multiculturalism and the American liberal arts college: faculty perceptions of the role of pedagogy

Abstract

The incompatibility of American liberal education and multiculturalism ground this qualitative study. Given this assertion and that teaching and learning is central to the liberal educational mission, we explore faculty perceptions of the relationship between multiculturalism and liberal educational pedagogy. The findings of this study suggest that the lack of coherence between institutional mission and multiculturalism, and the variety of epistemological positions, characterize faculty views of teaching and learning at a liberal arts college struggling to attain pluralistic community.

Notes

Corresponding author: Boston College, Lynch School of Education, Campion 222, Chestnut Hill, MA 02467, USA. Email: [email protected]

Additional information

Notes on contributors

Ana Martínez M. Alemán *

Corresponding author: Boston College, Lynch School of Education, Campion 222, Chestnut Hill, MA 02467, USA. Email: [email protected]